As. Mak et A. Georges, BENEFITS OF SELF-PACED LEARNING MODULES FOR TEACHING QUANTITATIVE METHODS IN ENVIRONMENTAL SCIENCE, International journal of science education, 19(7), 1997, pp. 835-848
This is a multiple-indicators evaluation of an innovative approach, us
ing self-paced learning modules accompanying computerised exercises as
an adjunct to leaching quantitative concepts and skills to environmen
tal science students at university. The evaluation data, based on a pr
e-unit and a post-unit questionnaire survey completed by 38 students,
show high levels of student satisfaction with the unit as a whole, and
the self-paced workbooks in particular. Students also indicated a cle
ar preference for learning from self-paced workbooks compared to learn
ing from textbooks. Some students applied the quantitative skills acqu
ired to other academic units, or look the initiative to learn to use a
dditional statistical procedures (not covered in the unit) for academi
c purposes. However, comparison of students' levels of interest and co
nfidence in quantitative subjects before and after the completion of t
he unit did not yield significant changes. Implications of the researc
h findings for university science education are discussed.